The effects of learning languages in different stages of adulthood

Enfoque

My work deals with the intricate relationship between learning foreign languages and its effects on the adult brain. It starts by examining various aspects of language learning, brain development, bilingualism, and methods for assessing brain changes. The aim is to understand how acquiring new languages influences the adult brain’s structure and function, comparing acquisition in childhood with young to late adulthood learning.

Through online interviews with two cognitive scientists, I validated the various hypotheses I had regarding language learning in adulthood. Initially, it was expected that some difficulties partake in this process due to the consequences of aging. Nonetheless, the ability to learn them at any stage of adulthood was anticipated. The interview findings indicated that adults can achieve native-like proficiency in any language if they have been able to benefit from the advantages of brain training and challenges before. On top of that, it was also found that learning languages is a complex process that is greatly influenced by many things and age is only one of them.

Taking into account the previous assessment as well as the interviews, my study highlights the importance of language learning for healthy aging, and cognitive enhancement. It provides a theoretical framework for understanding the areas of the brain that are involved in the process of learning, as well as integrating insights from the social and cultural impact by which people of different ages could be affected. Furthermore, it discusses how the adult brain undergoes changes, such as increased gray matter density and white matter integrity, when learning foreign languages. Moreover, it also presents various ways that scientists can use to measure brain activity and changes and how these have relevance when it comes to understanding the processes that happen with the acquisition of a language.

Overall, the research argues for a shift in perceptions about language learning in adulthood, advocating for the recognition of individuals’ ability to achieve fluency at any stage of life. By doing so, it suggests, individuals can tap into the cognitive benefits of language acquisition and enrich their lives through intercultural experiences and enhanced cognition. Not only does it show the importance of brain training and the consequences of not doing it, but also it raises awareness for the people who have always been told that they are “too old to learn a new language”.